HWC-Hosted Small Group Workshops

FAQs for Instructors on the HWC's Small Group Workshops

The Hixon Writing Center runs small group workshops for small courses (of fewer than 20 students). A key advantage of these workshops over those an instructor can run in class is that each group contains a HWC peer tutor or writing specialist. These staff members help ensure that this peer learning activity is supportive for all, stays on task, and that the professor is apprised afterwards of any challenges the students are confronting. Below, we answer frequently-asked questions about our small group workshops.

What does an HWC small group workshop involve?

Students discuss their drafts in the HWC during a regularly scheduled class meeting. The workshop takes up an 85-minute class period. Students are divided into small groups (3-4 students each) in advance, and each group also contains a HWC staff member, usually an undergraduate peer tutor, who facilitates the conversation. The workshop consists of a focused discussion of each individual's draft with the goal of providing them with actionable feedback as well as a chance to ask questions and think through ideas with the group. Instructors receive reports within about 48 hours that offer insights into each group's conversation so that they can follow up and continue to support student success on the assignment.

Which instructors can sign up for a small group workshop?

Email the writing center director, Dr. Susanne Hall, to learn more or request a workshop. Space and staff size impose limits on the number of workshops we can offer, so reach out as early as you can, ideally before the quarter begins.

How are the workshops set up?

Each workshop is a bit different since every course is different. The HWC allows faculty to customize small group workshops to their course's needs, deciding what kinds of drafts students submit (e.g., an outline versus a complete draft), whether or not students should review drafts before the workshop begins, and how groups are composed. The writing center director supports the instructor in making the decisions that best suit the course's schedule and the students' needs. Below, this webpage contains advice from experienced peer tutors about what faculty should consider when making decisions about how to set up a workshop.

I've scheduled a small group workshop in the HWC--how can I make it as successful as possible for my students?

The following advice comes from experienced peer tutors who have facilitated these workshops.

Workshop SchedulingAim to schedule a workshop 4-7 days before a final draft is due, if possible. When a workshop is scheduled 2-3 days before a due date, students may be reluctant to undertake major revisions, even if they know they will likely improve the paper. If the workshop is scheduled more than a week before the paper is due, students may not prioritize writing a strong draft for the workshop if they have other work to complete, figuring that they have time to do a better job later.Draft Submission

When possible, ask students to submit drafts 24 – 48 hours before a workshop in order to maximize the number of students who complete a draft and participate in the workshop. Let students know you will be aware of who does not submit a draft, and ask the writing center director to provide that information to you.
Ask students to review each draft before the workshop, possibly with 1 – 2 goals for reading, but avoid assigning detailed response worksheets. These worksheets can make the workshop itself feel superfluous to some students, who would rather exchange the completed worksheets instead of engaging in a dynamic conversation.
Workshops can still be very productive without circulating drafts in advance. If the course schedule does not allow you to ask students to submit a draft 1-2 days in advance, that's ok. Facilitators will create time during the workshop for drafts to be reviewed.
While workshops work best when everyone shares a complete draft (whatever that may be for a given workshop), students who have incomplete or non-existent drafts still benefit from attending a workshop, both to give and receive feedback from others. A workshop can create momentum for students having trouble completing work.

Group formation

In forming the groups for a workshop, it is ideal to group together students who you think will feel comfortable talking with one another. You might consider letting students form the groups in advance so that they feel some agency in the process. If you have students who seem likely to struggle with participating in a workshop (e.g., they are very quiet, are disengaged during class meetings, or are struggling with the course materials), try to spread them out among groups with 2+ students who seem likely to thrive during a workshop.
Groups of 3 or 4 typically work best. Groups of 5 do not allow enough time to discuss each paper, and groups of 2 only work if both students attend and are a particularly good match for discussion.

Prepare students for the workshop during the prior class meetingWhile students will receive an email containing workshop instructions from Prof. Hall as well as guidance from their peer workshop facilitator when the workshop begins, the professor can help workshops succeed by sharing the following information with students in the class meeting before the workshops:

Offer an explanation of why you think sharing writing with peers will increase their learning. (For example, if a student thinks feedback from a peer is worthless and only the professor's feedback is valuable, what would you want them to know about the unique learning a workshop makes possible?) A personal story from you about how you value feedback from your peers can help students see that learning to collaborate in this way can be relevant not just to their success in this course, but also to their ability to thrive later on in professions where giving and receiving critical feedback is expected.
Let students know that the success or failure of the workshop will depend on their willingness to engage in the process of reading and responding to their peers' work. The peer facilitator is there to support and structure the conversation, but they are not a TA who will be the only source of feedback during the meeting.
Identify 1 – 2 goals you'd suggest they take into the workshop. A focused purpose–such as making sure thesis statements are specific or working to offer more original or creative evidence for a claim–can make the workshop more meaningful, and the peer facilitator can echo these goals if they are communicated to the writing center director in advance. (It is also helpful to communicate your goals for the workshop to the writing center director, who will share them with the peer tutor facilitators.)
Emphasize the importance of arriving on time and confirm they know where the workshop will take place (typically in the Hixon Writing Center, Center for Student Services 360). Students who arrive late disrupt the workshop and diminish the experience for their peers.
Remind students they can contact you to discuss questions or elements of a draft they want your thoughts on after the workshop during your office hours.